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Articles de revues sur le sujet « For the Higher Education of Women »

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Auteur : Grafiati
Publié le 26 juillet 2024

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1

CONWAY, JILL K. « Higher Education for Women ». American Behavioral Scientist 32, no 6 (juillet 1989) : 633–39. http://dx.doi.org/10.1177/0002764289032006003.

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Groth, Alexander, et Charles R. Dannehl. « Women in Higher Education : ». Women & ; Politics 12, no 1 (15 octobre 1992) : 53–71. http://dx.doi.org/10.1300/j014v12n01_03.

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Walker, Jean F. « Women in higher education ». Nurse Education Today 12, no 1 (février 1992) : 1–2. http://dx.doi.org/10.1016/0260-6917(92)90002-6.

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SINGH, KUMAR BIGYANANAND. « Empowering Rural Women – the Higher Education Way ». International Journal of Scientific Research 3, no 7 (1 juin 2012) : 1–3. http://dx.doi.org/10.15373/22778179/july2014/184.

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RENJU, ARCHANA. « Higher Education and Women Participation in India ». Global Journal For Research Analysis 3, no 6 (15 juin 2012) : 1–4. http://dx.doi.org/10.15373/22778160/june2014/87.

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Rasheeja, T. K., et C. Krishnan. « Empowering Women Through Higher Education : the Kerala Episode ». Issues and Ideas in Education 1, no 2 (2 juillet 2013) : 221–29. http://dx.doi.org/10.15415/iie.2013.12017.

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Sagaria, Mary Ann D. « Women in higher education administration ». Economics of Education Review 5, no 3 (janvier 1986) : 335–36. http://dx.doi.org/10.1016/0272-7757(86)90093-2.

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SOUZA, Solange de, et Adriana Kroenke HEIN. « TEACHING WOMEN IN HIGHER EDUCATION ». RCMOS - Revista Científica Multidisciplinar O Saber 1, no 3 (22 janvier 2024) : 165–77. http://dx.doi.org/10.51473/rcmos.v1i3.2021.47.

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Throughout the formation of Brazilian society, it is known that women were delegated to conditions of subordination and servitude in relation to men, and their performance was restricted to domestic and maternal activities. But with the Industrial Revolution, and especially from the 1920s, women, in addition to gaining greater rights to study, began to occupy roles in child teaching. This picture changed over the years and the female gender was also present in higher education. With this background, the general objective of this paper aims to understand the condition of female teachers in higher education in an attempt to assimilate the main points of challenges and overcoming to be faced. To this end, exploratory and quantitative research was used, through the study of theoretical framework and the application of online questionnaires, which enabled a better understanding of the points related to female performance in Brazilian university teaching.
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P, Dr Pradeepa. « History of Women and their Role in Higher Education ». International Journal of Research in Arts and Science 5, Special Issue (29 mars 2019) : 203–10. http://dx.doi.org/10.9756/bp2019.1001/21.

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Habashi, Fathi. « Struggle of women for higher education ». Metallurgical and Materials Engineering 23, no 3 (30 septembre 2017) : 189–95. http://dx.doi.org/10.30544/306.

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Higher education was denied for women in most countries mainly by the clergy till the beginning of the 20th century. Universities in most European countries were closed to female students. Few research centers accepted women researchers and similarly few university professors accepted women students. In spite of this many women chemists and physicists distinguished themselves in great discoveries and women got Nobel Prizes in physics and chemistry. Now, girl graduates from most colleges are twice the number of boys graduates.
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Sutherland, Margaret B., Sandra Acker et David Warren Piper. « Is Higher Education Fair to Women ? » British Journal of Educational Studies 33, no 3 (octobre 1985) : 302. http://dx.doi.org/10.2307/3121241.

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Madsen, Susan R. « Women and Leadership in Higher Education ». Advances in Developing Human Resources 14, no 1 (6 décembre 2011) : 3–10. http://dx.doi.org/10.1177/1523422311429668.

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The Problem. Postsecondary institutions are struggling more than ever before to find qualified, effective leaders to move into key administrative positions. One reason for the continued lack of prepared leaders is that there still remain few women in higher education positioned to take on such critical roles. The Solution. This Issue overview introduces the importance of and connections among HRD, leadership development, higher education, and leadership programs for women in higher education. It highlights the Issue’s overall problem, purpose, the approach used, and its relevance to practice. Concerns around the shortage of women in leadership positions in higher education settings are introduced, and the unique features of this particular Special Issue are outlined along with a brief introduction of each article. The Stakeholders. This Issue will provide researchers and practitioners in various fields of study with frameworks to use in developing, evaluating, and researching leadership programs for women in higher education and beyond.
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Madsen, Susan R. « Women and Leadership in Higher Education ». Advances in Developing Human Resources 14, no 2 (8 février 2012) : 131–39. http://dx.doi.org/10.1177/1523422311436299.

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Oplatka, Izhar. « Women and leadership in higher education ». Gender and Education 28, no 4 (2 juillet 2015) : 606–8. http://dx.doi.org/10.1080/09540253.2015.1049813.

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Townsend, Barbara K. « Women in Higher Education : An Encyclopedia ». Journal of Higher Education 75, no 6 (novembre 2004) : 712–15. http://dx.doi.org/10.1080/00221546.2004.11773585.

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Howard-Vital, Michelle R. « African-American Women in Higher Education ». Journal of Black Studies 20, no 2 (décembre 1989) : 180–91. http://dx.doi.org/10.1177/002193478902000205.

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Hodges, Nancy Nelson, et Elena Karpova. « Women and Higher Education in Russia ». Clothing and Textiles Research Journal 27, no 2 (15 avril 2008) : 124–42. http://dx.doi.org/10.1177/0887302x07309121.

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Williams, Lee Burdette. « Women in Higher Education : An Encyclopedia ». Journal of College Student Development 45, no 2 (2004) : 259–60. http://dx.doi.org/10.1353/csd.2004.0030.

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Yousefy, Alireza, et Maryam Baratali. « Women, Employment and Higher education schoolings ». Procedia - Social and Behavioral Sciences 15 (2011) : 3861–69. http://dx.doi.org/10.1016/j.sbspro.2011.04.386.

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Guth, J., et F. Wright. « Women in the Higher Education Sector ». Industrial Law Journal 38, no 1 (1 mars 2009) : 139–42. http://dx.doi.org/10.1093/indlaw/dwn033.

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Williams-Johnson, Meca. « Women and Anger in Higher Education ». Women in Higher Education 25, no 5 (mai 2016) : 12. http://dx.doi.org/10.1002/whe.20312.

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Zamani, Eboni M. « African American women in higher education ». New Directions for Student Services 2003, no 104 (2003) : 5–18. http://dx.doi.org/10.1002/ss.103.

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Atay, Özlem. « Women in turkish higher education management ». South Florida Journal of Development 4, no 3 (7 juin 2023) : 1216–30. http://dx.doi.org/10.46932/sfjdv4n3-015.

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This paper examines gender equality in Turkey and Turkish Higher Education Institutions (HEIs). The historical background and an overview of the legislative context for gender equality in Turkey is explained. A series of reforms enacted by the state of the Turkish Republic following its foundation by Mustafa Kemal Atatürk in 1923, were aimed at giving women equal status with men. The secular ideology and Westernizing reforms enabled the rise in women’s education and senior management in Turkey. Since 1993, there has been a significant increase in the number and share of women teaching staff (Özkanlı, 2007). There has also been an increase in research and publications on gender (Arslan, 2014). Historical, social and cultural factors explain the relatively high representation of Turkish women in professorial positions, and the support to advance to senior academia (Özkanlı and White, 2008). However, there are disciplinary differences, with a higher representation of women in language-based studies at almost every level and a lower representation in engineering and technology. The number of academic women varies by discipline. Besides, there is a high representation of women in professoriate in Turkey. On the other hand, women are under-represented in senior management, especially at Rector/Vice-Rector and at Dean Levels in Turkey (Neale and Özkanlı, 2010). Qualitative data analysis from interviews and document analysis using the “Success Case Study Method” (Yin, 2018) were undertaken in this paper. Ethics approval was secured before conducting in-depth interviews. A success case study university is presented because it had made great progress in gender equality in education, research and training. According to the findings of this research, increased support from the university such as mentoring for leadership roles, improved childcare/elderly care facilities, positive segregation and quotas can increase the number of female managers in Turkish Universities.
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Ortiz, Flora Ida. « Hispanic American Women in Higher Education : ». Aztlán : A Journal of Chicano Studies 17, no 2 (1986) : 125–52. http://dx.doi.org/10.1525/azt.1986.17.2.125.

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الشميري, د. سمير. « Women, Higher Education and Social Change ». مجلة المؤتمرات والندوات العلمية جامعة الملكة أروى 1, no 1 (1 juin 2000) : 99–115. http://dx.doi.org/10.58963/qaujscs.2000.1.245.

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يرتكز البحث على فرضية أساسية مفادها أن التعليم والتعليم الأساسي لا يشكلان الأساس لتنمية المرأة، في ظل ضعف المناهج التربوية والتعليمية، وضعف أداء المؤسسات التعليمية، وعدم وضوح الاستراتيجية التعليمية، وتدني مستوى التعليم والتعليم العالي. كما أن جزءًا من إشكالية تخلف المجتمع يعود إلى هامشية المرأة وضعف تأثيرها وفعاليتها فيه.تؤكد الدراسة على أن تنمية المرأة يجب أن تبدأ منذ الولادة وتربيتها بطريقة سليمة، وتنمية روح الثقة بالنفس فيها، وعدم تكريس الاحتقار والدونية لها. فالتنمية الحقيقية تبدأ من الأسرة والتربية العائلية والمدرسة، وتمتد إلى المجتمع والمؤسسات المدنية والرسمية.إن قضية المرأة في المجتمع اليمني أبعد من مجرد قضية التعليم والتعليم العالي، فهي قضية لصيقة بكينونة المجتمع ذاته، الذي تطور على أساس عدم المساواة بين الرجل والمرأة وهضم حقوقها. ومع ذلك، فإن تعليم المرأة أدى إلى إضعاف التقولات والأسانيد التي تنكر قدراتها على العمل والإبداع وتحمل المسؤوليات.
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Duri, Hanan, et Dahabo Ibrahim. « Online Higher Education ». Journal of Comparative & ; International Higher Education 12, Winter (8 décembre 2020) : 181–98. http://dx.doi.org/10.32674/jcihe.v12iwinter.1949.

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Online higher education has been a critical element in the lives of refugees trying to create a better future for their families and community (Kekwaletswe 2007; Crea and McFarland 2015; Giles 2018). Education programs in refugee and humanitarian contexts have been inadequate for a variety of reasons such as: a lack of resources and poor infrastructure, shortage of trained teachers, overcrowding, lack of funding from national governments and NGOs (LWF, 2015). In the last 10 years we have seen an influx of educational institutions and Northern-based universities partnering with development organizations to provide online higher education to bridge the gaps in quality education (Kirk 2006). There have been studies that speak to the potential of higher education for refugees from the perspective of development organizations. However, little has been said from the perspective of refugees themselves about their educational experiences in their local contexts. There are major differences in how men and women experience online education that deserves attention. Higher education equips refugees with the practical skills and qualifications to obtain employment opportunities within the camps or in their home countries should they return. It also enables them to think critically about their lives in a meaningful way. For women the impact goes even further, as it creates a path towards self-sufficiency, independence and empowerment (i.e., economically, politically and socially) (Kabeer, 1999). The gendered nature of access to technology has had significant impacts in the rates of participation (Kekwaletswe, 2007). Furthermore, it is also a pathway for creating female refugee scholars which is an area that is under-researched. Much of the writing on refugees by refugees themselves and development practitioners have been primarily male-dominated. The purpose of this article is to give the opportunity to heighten the female refugee scholar voice from the lens of a recent graduate of the Educational Studies program provided by York University under the Borderless Higher Education (BHER) project online higher education model. The purpose of this article is to explore the empowering potential of BHER’s online teacher education program that has allowed women (and men) to be critical, thoughtful scholars speaking about their experiences, on their own terms. BHER is a development project that seeks to build the capacity of untrained refugee teachers in the Dadaab refugee camps by delivering gender-sensitive teaching and learning skills that can build the capacity of future leaders and teachers in their communities. The findings shared in this article are from the direct experiences of Dahabo Ibrahim, who is a recent graduate of the Educational Studies program. It will highlight the unique experiences of women in Dadaab pursuing tertiary education, through their own lens. The value of women authoring their own lives, and what is meaningful to them in a patriarchal society and development industry. Our aim is to ultimately examine how female scholarship shifts the way we think about refugee education in the humanitarian context.
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Hemlata. B.K, Hemlata B. K., et Dr Shinde Jaganath. R. « Women in Higher Education : A Sociological Study in Karnataka State ». International Journal of Scientific Research 3, no 8 (1 juin 2012) : 437–38. http://dx.doi.org/10.15373/22778179/august2014/134.

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lee hae joung. « The emergence of coeducational higher education and gender equality in education opportunities in South Korea - Focusing on the case of 'integrated' coeducation ». Women and History ll, no 22 (juin 2015) : 201–34. http://dx.doi.org/10.22511/women..22.201506.201.

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TALIKADZE, Teona. « Gender Inequality in Higher Education ». Journal in Humanities 8, no 1 (5 mars 2020) : 79–85. http://dx.doi.org/10.31578/hum.v8i1.392.

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The paper deals with issues concerning to gender inequality. The article demonstrates problems of equity in American social life and higher education system. Women are underrepresented in American colleges and universities. They are practically excluded from the STEM fields due to lots of barriers or biases existing in American society. Women employment and pay gap clearly reveal unequal treatments of people. The problem is a global challenge so lots of international organizations are involved to eliminate the problem and advance more women. Universities are also actively working to create inclusive environment on their campus, through division of students on the basis of gender is a fact. Keywords: Equality, gender segregation, gender gap
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Baltodano, Josefina Castillo, Susan Carlson, Leah Witcher Jackson et Wanda Mitchell. « Networking to Leadership in Higher Education ». Advances in Developing Human Resources 14, no 1 (16 décembre 2011) : 62–78. http://dx.doi.org/10.1177/1523422311428926.

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The Problem. Women continue to be underrepresented in the leadership of higher education, a particularly pressing problem given the aging of college presidents and growing numbers of women students. The Solution. The American Council on Education and its Office of Women in Higher Education (OWHE) provide leadership training and support to thousands of women interested in leadership in higher education through a state-based, volunteer network; women of color summits and training; and national and regional leadership forums. The primary purpose of this article is to highlight the structure of these OWHE-supported leadership development programs and networks. The Stakeholders. These leadership development programs provide solutions for higher education institutions seeking to provide leadership training for their women leaders. The programs, structures, and strategies highlighted offer a model for consideration by HRD and leadership development professionals charged with diversifying leadership in other professions, business, and industry.
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Hussain, Ifsa, Sally Johnson et Yunis Alam. « Young British Pakistani Muslim women’s involvement in higher education ». Feminism & ; Psychology 27, no 4 (1 février 2017) : 408–26. http://dx.doi.org/10.1177/0959353516686123.

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This article explores the implications for identity through presenting a detailed analysis of how three British Pakistani women narrated their involvement in higher education. The increased participation of British South Asian women in higher education has been hailed as a major success story and is said to have enabled them to forge alternative, more empowering gender identities in comparison to previous generations. Drawing on generative narrative interviews conducted with three young women, we explore the under-researched area of Pakistani Muslim women in higher education. The central plotlines for their stories are respectively higher education as an escape from conforming to the “ good Muslim woman”; becoming an educated mother; and Muslim women can “ have it all.” Although the women narrated freedom to choose, their stories were complex. Through analysis of personal “I” and social “We” self-narration, we discuss the different ways in which they drew on agency and fashioned it within social and structural constraints of gender, class and religion. Thus, higher education is a context that both enables and constrains negotiations of identity.
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Khokhar, Ashar Johnson. « Women Academic Leaders in Higher Education in Pakistan : Perspectives of Female Students Enrolled in Higher Education Degrees ». Pakistan Journal of Women's Studies : Alam-e-Niswan 25, no 2 (19 décembre 2018) : 59–76. http://dx.doi.org/10.46521/pjws.025.02.0046.

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The number of women joining the teaching profession has risen in general. In addition, the number of women academics in other faculties and departments in universities has gone up as Pakistan has opened new women-only universities, some having women Vice Chancellors. However, women are generally absent from higher-up and decision-making positions in higher education, and the current paper investigates this issue. Although several researchers have earlier explored this phenomenon, this study attempts to assess it from the students‘ perspective. Therefore, the question of women as managers in higher education was placed before sixty female students enrolled in postgraduate programmes of four private and two public sector universities. Each research participant was provided enough time to consider and answer the query ―why are there no women in higher leadership positions in universities in Pakistan in co-education set-ups?‖ Each of the in-depth discussion sessions, moderated by the researcher, resulted in creating rich data, which helps in comprehending why academically qualified women are not able to break the glass ceiling and move upward in their professional careers.
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David, Miriam. « Women and Gender Equality in Higher Education ? » Education Sciences 5, no 1 (16 février 2015) : 10–25. http://dx.doi.org/10.3390/educsci5010010.

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Steward, Robbie J., Bryan T. Patterson, Pamilla Morales, Patricia Bartell, Patricia Dinas et Robin Powers. « Women in Higher Education and Job Satisfaction ». NASPA Journal 33, no 1 (1 octobre 1995) : 45–53. http://dx.doi.org/10.1080/00220973.1995.11072394.

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Euster, Joanne R. « Women in Higher Education Administration (Book Review) ». College & ; Research Libraries 46, no 1 (1 janvier 1985) : 85–86. http://dx.doi.org/10.5860/crl_46_01_85.

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Garcia, Mildred, et Lynne Brodie Welch. « Perspectives on Minority Women in Higher Education. » Journal of Higher Education 65, no 1 (janvier 1994) : 102. http://dx.doi.org/10.2307/2943880.

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Hatton, Kate. « Asian Women in Higher Education : Shared Communities ». Widening Participation and Lifelong Learning 15, no 1 (1 avril 2013) : 74–77. http://dx.doi.org/10.5456/wpll.15.1.74.

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García, Mildred. « Perspectives on Minority Women in Higher Education ». Journal of Higher Education 65, no 1 (janvier 1994) : 102–4. http://dx.doi.org/10.1080/00221546.1994.11778477.

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Sutherland, Margaret B. « THE ROLE OF WOMEN IN HIGHER EDUCATION ». Higher Education in Europe 10, no 3 (juillet 1985) : 47–56. http://dx.doi.org/10.1080/0379772850100308.

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Luke, Carmen. « Women in Higher Education Management in Thailand ». Asian Journal of Women's Studies 3, no 4 (janvier 1997) : 98–123. http://dx.doi.org/10.1080/12259276.1997.11665810.

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Rountree, Jeanie, et Joanne Lambert. « PARTICIPATION IN HIGHER EDUCATION AMONG ADULT WOMEN ». Community Junior College Research Quarterly of Research and Practice 16, no 1 (janvier 1992) : 85–94. http://dx.doi.org/10.1080/0361697920160108.

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Madsen, Susan R., et Bradley J. Cook. « Transformative learning : UAE, women, and higher education ». Journal of Global Responsibility 1, no 1 (7 mai 2010) : 127–48. http://dx.doi.org/10.1108/20412561011039744.

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Sax, Linda J. « Women in Higher Education : Empowering Change (review) ». Review of Higher Education 27, no 4 (2004) : 589–90. http://dx.doi.org/10.1353/rhe.2004.0021.

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LIPPE, ANNA LOUISE VON DER. « Ego development in women without higher education ». Scandinavian Journal of Psychology 27, no 1 (mars 1986) : 150–62. http://dx.doi.org/10.1111/j.1467-9450.1986.tb01193.x.

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Zhi, Wen Pei, et Cai Hong. « Women students in higher education in China ». Women's Studies International Forum 17, no 5 (septembre 1994) : 533–36. http://dx.doi.org/10.1016/0277-5395(94)90053-1.

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Cotterill, Pamela, et Gayle Letherby. « Women in higher education : Issues and challenges ». Women's Studies International Forum 28, no 2-3 (mai 2005) : 109–13. http://dx.doi.org/10.1016/j.wsif.2005.04.001.

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Morley, Louise. « Including women : Gender in commonwealth higher education ». Women's Studies International Forum 29, no 6 (novembre 2006) : 539–42. http://dx.doi.org/10.1016/j.wsif.2006.10.009.

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Ludhra, Geeta. « Asian women in higher education : shared communities ». Gender and Education 23, no 6 (21 septembre 2011) : 790–92. http://dx.doi.org/10.1080/09540253.2011.583386.

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Townsend, Barbara K. « Women in Higher Education : An Encyclopedia (review) ». Journal of Higher Education 75, no 6 (2004) : 712–15. http://dx.doi.org/10.1353/jhe.2004.0040.

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Critzer, John W., et Kul B. Rai. « Blacks and Women in Public Higher Education ». Women & ; Politics 19, no 1 (21 avril 1998) : 19–38. http://dx.doi.org/10.1300/j014v19n01_02.

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